Best in Class

Teacher shortages continue to plague the U.S. with nearly 86 percent of public schools struggling to hire educators, according to the National Center for Education Statistics’ 2023–24 survey of K–12 public schools.

Virginia is no exception, with state data reporting more than 3,600 full-time teacher vacancies during the 2023-24 school year. In particular, the Richmond, Henrico County, and Chesterfield County school systems’ teacher vacancy rates are higher than the state average.

UR’s School of Professional & Continuing Studies (SPCS) has long been working to combat this shortage with its multi-faceted education program, designed to meet the needs of adult working professionals. Additionally, donor-supported scholarships and programmatic funding are giving students the resources needed to succeed and pursue fulfilling careers.

Encouraging long-term educators

The national teacher shortage does not necessarily reflect a lack of interest in the field. Much of the problem is caused by a large-scale exodus of experienced teachers due to economic strains and longstanding workforce challenges.

“Teaching is not an easy profession,” said Dr. Jamelle Wilson, SPCS dean. “It becomes more challenging as societal pressures influence our schools. So, we aspire to equip students with the quality skills and support they need so they will stay in the profession.”

For example, many schools are forced to hire under qualified teachers to fill vacancies in their classrooms, leading to higher rates of teacher burnout and a less-than-ideal educational experience for students. SPCS is working to produce top-quality teachers through its provisional licensure support (PLuS) program, which offers the school-based teacher education partnership (STEP) credential for students enrolled in the master’s of teaching (MT) program and the teacher licensure completion (TLC) program for provisionally licensed teachers.

With support from the REB Foundation, the TLC program offers students discounted tuition for courses, testing vouchers for any required assessments, non-evaluative coaching, and advising. Since the program started in 2022, more than 39 teachers have obtained their full licenses.

“We’re specifically working with hard-to-staff schools in areas of high poverty where good teachers are needed most,” said Dr. Deborah Napoli, director of clinical practice. “We get to support educators on an individual level, and it’s stopped people from walking away from teaching altogether. If we can create situations where highly qualified, effective teachers are staying longer, we can affect larger numbers of students.”

Making a career switch

Danielle Cormier, a current MT student, hadn’t planned on pursuing an education career after graduating from the University of Virginia with undergraduate degrees in studio art and women & gender studies. But her positive experience working as a substitute art teacher changed her mind. She earned her teaching license while enrolled in the MT program and aspires to become a full-time middle school art teacher after graduation. 

Cormier is a recipient of the Sprenkle Family Scholarship in Memory of Clarence Sprenkle, which has alleviated financial stress so she can fully focus on academics, she said. The fund is one of about 25 donor-financed scholarship funds available to SPCS students.

“The MT program challenges me to think critically about lessons I create as well as the teaching context I will be stepping into,” she said. “I truly feel that graduating from this program will better prepare me to teach. I couldn’t be more grateful.”

The program offers a pathway for students like Cormier and other “career switchers” who hold a bachelor’s degree in a discipline other than education but want to build the skills to become an effective classroom teacher.

Building strong leaders

As a result of the teacher shortage, there is a scarcity of educational leaders as well.

“Many qualified teachers who would have been tapped for leadership roles have left the profession,” said Dr. Kate Cassada, associate dean for academic affairs and chair of educational leadership and policy studies (ELPS). “So, we risk putting people into positions who are not fully prepared for the crucial work of leadership in our schools, and that can potentially harm their careers.”

The graduate program in ELPS is designed to prepare experienced educators seeking an administration/supervisor endorsement for leading a Virginia public school, as well as those who seek positions in private schools.

Orlando Dick, GC’24, initially came to SPCS through its Partners in the Arts program. Funded by an endowment established by longtime UR supporter Joan Oates, the program trains educators to integrate community and culture into K–12 curricula through the arts and technology. Dick went on to complete the ELPS master’s program and now intends to use his knowledge and experience to bolster his role as an educational technology integrator for three Richmond Public Schools.

“My goal is to promote fair practices through technology integration, making education the ultimate equalizer for people from diverse socioeconomic backgrounds,” he said. “I want to motivate upcoming leaders — particularly men of color — to work hard, encourage their peers to set an example for their families, and instill in them a sense of accomplishment for being contributing members of society.”

A recipient of the SPCS Endowed Scholarship Fund, Dick said he is grateful to have been supported and encouraged from the time he set foot on UR’s campus.

“Education changes the trajectory of an individual’s life,” Dr. Wilson said. “If we change an individual through education, we can positively impact their family and their community. For that reason, our commitment to supporting educators remains very strong.”